Technological advancement has presented new educational methods and, when combined with the appropriate pedagogical foundations, it forms a new face for education. The utilization of technology into education has created exceptional solutions to educational challenges that are currently present in our systems. AR is a newly founded technology in education that has revolutionized the educational experience. Smartphones and mobile devices have become widely available spread enabling all users to get familiarized and experienced with AR applications. The present study aimed to investigate deaf students' teachers (DSTs) knowledge, skills, attitudes, and challenges. To achieve the study objectives, a descriptive mixed-method research design was adopted. The study sample consisted of all teachers of Al-Amal school for deaf students in Muscat Governorate (N=100) from different subjects' specializations and with various levels of experience. The study instruments used to collect the data were a questionnaire and semi structured interviews. The quantitative data was analyzed using descriptive statistics (mean and standard deviation), Independent Samples t-Test, and One-way ANOVA of the Statistical Package for Social Sciences (SPSS) software. The qualitative data was analyzed using thematic analysis. The findings revealed that DSTs had a low level of knowledge of using AR technology for teaching deaf students. Furthermore, DSTs had a low level of mastery skills in using AR technology for teaching deaf students. In contrast, DSTs had positive attitudes toward using AR technology for teaching deaf students. Thus, DSTs faced several challenges in using AR for teaching deaf students. In addition, there were not any statistically significant differences in teaching experience and subject specialization of DSTs in using AR for teaching deaf students. In light of the research findings, implications and recommendations were outlined. As well, suggests topics and issues for future research were provided.